SIM or Strategic Intervention Material points to teaching aid initiated into the teaching strategies to motivate the activity of the students and increase their level of understanding. The learning of the students are improved by using SIM along with the text book and other learning materials.
I would like to share here how to create SIM using scale and interpretations used in one research study but with which criteria were created from the Standard criteria issued by the Department of Education (DepED in 2005).
The following are the different Parts of the SIM called Cards:
1.Guide Card
2.Activity Card
3.Assessment Card
4.Enrichment Card
5.Reference Card
The description of each part/card is given below under the
Guide in Developing and Reviewing Strategic Intervention Materials (SIM):
Guide Card
1. Gives a preview of what students will learn.
2. Stimulates interest in the topic.
3. Presents the focus skills.
a. Mentions the learning competency (LC).
b. States at least 3 sub-tasks (activities).
c. Builds on prior learning/ prerequisite skills.
d. Mentions the concrete outcome or product students are expected to demonstrate/ produce.
4. Cites briefly the activities.
5. Challenges the learner in performing the tasks.
Comments:__________________________
Activity Card
6. Translates the focus skills into at least 3 activities.
7. Provides activities that:
a. are organized based on the sequence of the focus skills (in the Guide Card).
b. have clear directions.
c. provide examples to concretize the concepts, particularly those drawn from real-life experience.
d. students can complete independently, in pairs, or in small groups.
e. allow students to make discoveries and formulate ideas on their own.
f. guides and challenges students’ thinking and learning.
g. uses local data and situations (e.g., interacting with people in the community).
8. Provides transition statements that recognize students’ accomplishments.
9. Provides questions that:
a. guide the development of concepts/focus skill.
b. elicit the message or meaning that astudent can take away from an activity/ experience.
c. elicit an explanation, not one-word answers.
d. establish the relationship between the topic/lesson and what students already know or are familiar to them.
e. develop the skills in the three domains.
Comments:__________________________________
Assessment Card
10. Provides exercises, drills or activities that allow students to:
a. assess their understanding of what they have learned and correct errors when appropriate.
b. monitor their learning and use feedback about their progress.
11. Formulated in standard test formats to give students practice in test-taking techniques.
12. Gives clear directions.
13. Provides an Answer Key (in a separate card)
Comments:____________________________
__________________________________
Enrichment Card
14. Provides activities that reinforce the content of the lesson
15. Provides opportunities for students to:
a. apply what they have learned to other subject areas or in new
contexts.
b. work independently or in groups to explore answers to their own
questions.
Comments:____________________________
___________________________________________________________________
Reference Card
16. Provides readings that relate content with students’ life experiences
17. Provides a carefully researched list of resources that:
a. will reinforce concepts/ skills learned
b. provide additional content not found in the textbook
c. students may refer to for further reading.
Comments:____________________________
_____________________________________
[1] Psychological principles that create an impact on learning, from “How Children Learn” by Estella Vosniadou, International Academy of Education, International Bureau of Education.
Scale: Interpretation:
4.20 – 5.00 VE – Very Evident
3.41 – 4.19 E – Evident
2.61 – 3.40 ME – Moderately Evident
1.81 – 2.60 LE – Less Evident
1.00 – 1.80 LE – Least Evident
By: Grace M. Ruiz | Teacher III | Balut Elementary School | Orion, Bataan
